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Abstract

Introduction: The teaching of Advanced Cardiac Life Support (ACLS) is a core competency for all health care providers in the hospital setting. This research was designed to determine the most effective method of teaching ACLS to third year medical students to enhance retention and recall of the complex algorithms embedded in ACLS. The hybrid use of high-fidelity simulators and trained confederates were used to determine if retention were greater than traditional teaching methods of the ACLS protocols.

Methods: Core competencies were developed by the faculty to include CPR, drug therapy, teamwork, communication and leadership skills. The AHA ACLS course was taught to all 120 third year medical students over a two week course. Practice simulation sessions and final assessments were done on high-fidelity simulators. A follow-up survey was conducted at two months to measure retention of the ACLS guidelines. A post-test was sent out at month six. During month ten, all 120 students completed a year end clinical skills exam with one station designed to retest the student on the ACLS protocol.

Results: Of the 120 third year students who participated in this study, 115 passed the criteria to initially become certified in ACLS. Two months after initial training, a survey evaluation was conducted to determine ACLS guidelines retention. 87% of the students were able to recall basic ACLS guidelines. 70% of the students were able to recall these guidelines six months out with a passable score. During the year end exam, 50% of the students successfully passed the ACLS exam station. It was determined this was a significant retention rate considering the actual practical application the students have. When compared with two previous year’s medical student classes, the overall retention of the ACLS algorhythms was significantly higher.

Conclusion: Opportunities to participate in learning ACLS guidelines abound. Students who participated in this project demonstrated a greater retention of the ACLS guidelines than previous year’s medical students who did not work on high-fidelity simulators. Future studies will include a review practice during the emergency medicine rotation to enhance student’s retention.